Can business schools increase student employability by embedding action learning into undergraduate management education? An account of practice     

Catherine J. Groves  Gabrielle D. Orbaek White  Fuangfa Panya  Jim Stewart 《Action Learning: Research and Practice》2018,15(3):258-266

ABSTRACT

Management education is at a pivotal crossroads. In an increasingly globalized world, where change is the only constant, business school graduates leaving university are faced with ever intensifying competition and complexity. Universities have responded by increasing their emphasis on teaching ‘employability skills’ to graduates. However, undergraduate management curricula still often focus on Programmed Knowledge, which does not adequately prepare graduates for the labour market to which they will inevitably graduate. A Future Search exercise was implemented to help conceptualize new visions of the future of management education, considering the question ‘to what extent does management education impact on management practice?’ This paper asserts that integrating Questioning Insight and a scholarly practice approach into management education will better equip graduates for the world of work. The authors utilize Kotter’s 8-stage model of change to outline a pathway for change and action for business schools to adapt a scholarly practice approach to education into their curricula.  相似文献   

论17年历史剧创作中女性话语的形态与特征     

温潘亚 《南京师范大学文学院学报》2009,(1)

建国后17年间的历史剧创作对女性意识的建构和女性话语的言说是由男性史剧家们代言并完成的,这其实就是来自中国古代文人的拟代女性写作传统.男性史剧家们通过历史女性形象曲折隐晦地表白自己在意识形态上的归属和对政治文化权威的臣服,并以之演绎各种流行的政治理念.历史剧呈现出一种双声话语的不协调状态,共同的"类"的特征遮蔽了女性的自然特征,使得对历史女性形象的刻划有明显的公式化与符号化倾向,包括对爱情题材的表现.只有少数史剧家尊重并赋予女性历史人物形象以自己的意识与声音,但较之20、30年代史剧中女性以叛逆姿态的隆重登场,17年间历史剧在女性意识与女性话语的建构上无疑构成了一种断裂.  相似文献